Optimización del proceso educativo mediante el uso de la inteligencia artificial en el trabajo de los profesores
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.01.7Palabras clave:
Optimización del trabajo del profesor, gestión del proceso educativo, Inteligencia artificial (IA), aprendizaje adaptativo, estrategias de aprendizaje, entorno educativo interactivoResumen
La integración de la inteligencia artificial (IA) en el sector educativo abre nuevas oportunidades para transformar los procesos educativos, replantear los métodos tradicionales de enseñanza y aplicar cambios eficaces en los enfoques del aprendizaje. El objetivo del artículo es estudiar las capacidades funcionales de la IA para optimizar el trabajo de los profesores de instituciones de enseñanza superior (IES) y aumentar su eficiencia. La investigación se llevó a cabo utilizando métodos empíricos como la experimentación, la observación y la encuesta por cuestionario. Se propuso y probó el modelo de integración de las herramientas de IA en el proceso educativo. Los resultados del estudio mostraron que las funciones de la IA tienen un poderoso potencial para mejorar el trabajo del profesor en el contexto de la optimización de los procesos educativos y aumentar su eficacia en general, lo que fue confirmado por el 98% de los encuestados. La clasificación de áreas prometedoras de aplicación de soluciones basadas en IA estaba encabezada por la implementación de estrategias de aprendizaje adaptativo (4,868 puntos), seguida de la retroalimentación y la evaluación (4,507 puntos), la generación de contenidos educativos ocupaba el tercer lugar (4,258 puntos), la gestión de actividades educativas el cuarto (4,139 puntos), la interacción y la comunicación el quinto (3,910 puntos). El artículo puede ser útil para profesores interesados en mejorar los efectos pedagógicos mediante soluciones digitales innovadoras. Las perspectivas de investigación pueden ser el estudio del impacto de las herramientas de IA en la mejora de la eficacia del aprendizaje de los estudiantes de posgrado, así como en el nivel de su motivación para el aprendizaje.
Citas
Akavova, A., Temirkhanova, Z., & Lorsanova, Z. (2023). Adaptive learning and artificial intelligence in the educational space. E3S Web of Conferences, 451. https://doi.org/10.1051/e3sconf/202345106011
Allam, H., Dempere, J., Akre, V., & Flores, P. (2023). Artificial intelligence in education (AIED): Implications and challenges. Atlantis Highlights in Social Sciences, Education and Humanities, 13. https://doi.org/10.2991/978-94-6463-286-6_10
Antonopoulou, K., Begkos, C., & Zhu, Z. (2023). Staying afloat amidst extreme uncertainty: A case study of digital transformation in Higher Education. Technological Forecasting & Social Change, 192, 122603. https://doi.org/10.1016/j.techfore.2023.122603
Apture, S., Kalkoti, F., Sardar, A., Ahsan, M., & Tare, R. (2023). Personalized artificial intelligence enhanced learning platform. International Research Journal of Modernization in Engineering, Technology and Science, 5(12). https://www.doi.org/10.56726/IRJMETS47868
Bhutoria, A. (2022). Personalized education and artificial intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model. Computers and Education: Artificial Intelligence, 3, 100068. https://doi.org/10.1016/j.caeai.2022.100068
Bower, M., Torrington, J., Lai, J. W. M. Petocz, P., & Alfano, M. (2024). How should we change teaching and assessment in response to increasingly powerful generative Artificial Intelligence? Outcomes of the ChatGPT teacher survey. Education and Information Technologies, 29, 15403-15439. https://doi.org/10.1007/s10639-023-12405-0
Diao, S. (2020). The reform of teaching management mode based on artificial intelligence in the era of big data. Journal of Physics: Conference Series, 1533, 042050. https://doi.org/10.1088/1742-6596/1533/4/042050
Dickey, E., & Bejarano, A. (2023). A model for integrating generative AI into course content development. Computers and Society. https://doi.org/10.48550/arXiv.2308.12276
Fusco, F. (2022). Artificial intelligence and fake news: Criminal aspects in Pakistan and Saudi Arabia. Pakistan Journal of Criminology, 14(4), 19-33. Retrieved from https://acortar.link/txJVlT
García-Martínez, I., Fernández-Batanero, J. M., Fernández-Cerero, J., & León, S. P. (2023). Analysing the impact of artificial intelligence and computational sciences on student performance: Systematic review and meta-analysis. Journal of New Approaches in Educational Research, 12(1), 171-197. https://doi.org/10.7821/naer.2023.1.1240
Gligorea, I., Cioca, M., Oancea, R., Gorski, A.-T., Gorski, H., & Tudorache, P. (2023). Adaptive learning using artificial intelligence in e-learning: A literature review. Education Sciences, 13, 1216. https://doi.org/10.3390/educsci13121216
Hashim, M.A.M., Tlemsani, I., & Matthews, R. (2021). Higher education strategy in digital transformation. Education and Information Technologies, 27(3), 3171-3195. https://doi.org/10.1007/s10639-021-10739-1
Jaboob, M., Hazaimeh, M., & Al-Ansi, A.M. (2024). Integration of generative AI techniques and applications in student behavior and cognitive achievement in Arab higher education. Integration of generative AI techniques and applications in student behavior and cognitive achievement in Arab higher education. International Journal of Human–Computer Interaction, 41(1), 353-366. https://doi.org/10.1080/10447318.2023.2300016
Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability, 15, 12451. https://doi.org/10.3390/su151612451
Latif, E., Mai, G., Nyaaba, M., Wu, X., Liu, N., Lu, G., … Zhai, X. (2024). Artificial general intelligence (AGI) for education. arXiv preprint arXiv:2304.12479, 1. https://doi.org/10.48550/arXiv.2304.12479
Lee, A.V.Y., Tan, S. Ch., & Teo, Ch. L. (2023). Designs and practices using generative AI for sustainable student discourse and knowledge creation. Smart Learning Environments, 10, 59. https://doi.org/10.1186/s40561-023-00279-1
Li, H., Xu, T., Zhang, Ch., Chen, E., Liang, J., Fan, X., … Wen, Q. (2024). Bringing generative AI to adaptive learning in education. arXiv preprint arXiv:2402.14601. https://arxiv.org/pdf/2402.14601.pdf
Liu, M. (2023). Exploration of digital transformation schema for professional degree postgraduate training. Journal of Software Engineering and Applications, 16, 685-694. https://doi.org/10.4236/jsea.2023.1612035
López-Chila, R., Llerena-Izquierdo, J., Sumba-Nacipucha, N., & Cueva-Estrada, J. (2024). Artificial intelligence in higher education: An analysis of existing bibliometrics. Education Sciences, 14, 47. https:/doi.org/10.3390/educsci14010047
Mishra, P., Oster, N., & Henriksen, D. (2024). Generative AI, teacher knowledge and educational research: Bridging short- and long-term perspectives. TechTrends, 68(2), 205-210. https://doi.org/10.1007/s11528-024-00938-1
Punda, O., Vavrynchuk, M., Kohut, O., Kravchuk, S., & Prysiazhniuk, M. (2023). The legal status and capabilities of cyber police in Ukraine: The reasons for the existence of frauds with the use of IT technologies. Pakistan Journal of Criminology, 15(2), 165-180. Retrieved from https://www.pjcriminology.com/wp-content/uploads/2023/08/12_Punda-et-al.pdf
Rodway, P., & Schepman, A. (2023). The impact of adopting AI educational technologies on projected course satisfaction in university students. Computers and Education: Artificial Intelligence, 5, 100150. https://doi.org/10.1016/j.caeai.2023.100150
Rulinawaty, Priyanto, A., Kuncoro, S., Rahmawaty, D., Wijaya, A. (2023). Massive open online courses (MOOCs) as catalysts of change in education during unprecedented times: A narrative review. Journal of Science Education Research, 9(Special Issue), 53–63. https://doi.org/10.29303/jppipa.v9iSpecialIssue.6697
Salido, V. (2023). Impact of AI-powered learning tools on student understanding and academic performance. BAPS 85: Introduction to Political Analysis and Research. https://doi.org/10.13140/RG.2.2.17259.31521
Shanto, S.S., Ahmed, Z., & Jony, A.I. (2023). PAIGE: A generative AI-based framework for promoting assignment integrity in higher education. STEM Education, 3(4), 288–305. https://doi.org/10.3934/steme.2023018
Shi, L., Umer, A.M., & Shi, Y. (2023). Utilizing AI models to optimize blended teaching effectiveness in college-level English education. Cogent Education, 10, 2282804. https://doi.org/10.1080/2331186X.2023.2282804
Sîrghi, N., Voicu, M.-C., Noja, G. G., & Socoliuc, O.-R. (2024). Challenges of artificial intelligence on the learning process in higher education. Amfiteatru Economic Journal, The Bucharest University of Economic Studies, 26(65), 53-70. https://doi.org/10.24818/EA/2024/65/53
Tang, K.H.D. (2024). Implications of artificial intelligence for teaching and learning. Acta Pedagogia Asiana, 3(2), 65−79. https://doi.org/10.53623/apga.v3i2.404
Tapalova, O., & Zhiyenbayeva, N. (2022). Artificial intelligence in education: AIEd for personalised learning pathways. The Electronic Journal of e-Learning, 20(5), 639-653. https://doi.org/10.34190/ejel.20.5.2597
van den Berg, G., & du Plessis, E. (2023). ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13, 998. https://doi.org/10.3390/educsci13100998
Wang, Y., Liu, C., & Tu, Y.-F. (2021). Factors affecting the adoption of AI-based applications in higher education: An analysis of teachers’ perspectives using structural equation modeling. Educational Technology & Society, 24(3), 116–129. https://www.jstor.org/stable/27032860
Wu, Y. (2023). Integrating generative AI in education: How ChatGPT brings challenges for future learning and teaching. Journal of Advanced Research in Education, 2(4). https://doi.org/10.56397/JARE.2023.07.02
Yu, H., & Guo, Y. (2023). Generative artificial intelligence empowers educational reform: Current status, issues, and prospects. Frontiers in Education, 8, 1183162. https://doi.org/10.3389/feduc.2023.1183162
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Olha Tretiak, Halyna Smolnykova, Yuliia Fedorova, Yaroslav Yakunin, Maryna Shopina
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
